Internship Field-based Activities Monthly Report – Part 2: Reflections I started this internship by sending an email to the faculty that I would be available to help anyone with any projects or technology needs. Though minor I did receive one or two responses from teachers that needed help with showing a video through the district server and helping a student with a PowerPoint presentation. I used the performance indicators and tasks (TF-I.A.1., A.2., and B.1.) and (TF-VI.A.1, B.1.) to assist teachers and students with using NetSmartz.org as a learning tool to teach Internet safety activities. In accordance with ISTE’s Essential Condition Implementation Planning I planned an interactive Internet safety week for the campus to be shared on a wiki throughout the district. “To accomplish their professional learning functions, facilitators may share materials developed by technology leaders, conduct training sessions, or help teachers in one-to-one setting.” (Williamson and Redish, 2009) I used technology facilitation standard (TF-III.A.1., and TF-VI.A.1.) as a guide in teaching students and teacher’s Internet safety strategies. According to Williamson and Redish (2009), “Encounters with cyberbullies, cyberstalkers, inappropriate material, and vulgar language represent other reasons for caution.” Students and teachers came to the computer lab in the mornings and researched websites like netSmartz.org and fbi.gov and answered questions related to safety tips. According to Pitler, Hubbell, Kuhn, and Malenoski (2007), “Schools can play a much-needed role in Internet safety by providing rules for online behavior and then by monitoring those activities.” Aligned with (TF-VI.B.1, VII, and VIII) students could create cyber safety bookmarks, videos, or raps based on their learning which meet the needs of diverse learners. “Access to these tools gives students an opportunity to experience learning in multiple ways, to develop a public voice, to make connections with others around the world, and to compare their own ideas with those of their peers.” (Levine, 2009)To review for the state exam we had a school on a Saturday with hand-on activities in math and science. I took pictures of all the activities throughout the day and with the help of my site-mentor uploaded them to the school server for everyone to enjoy. It was nice to them presented in a slide show with music. As a classroom teacher I have learned that I am not providing enough opportunities for technology interaction with my students. And the possibilities are endless of what I could be doing with teaching and learning.
Works Cited
Johnson, L., Levine, A., & Smith, R. (2009). The 2009 Horizon Report. Austin: The New Media Consortium.
Pitler, H., Hubell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that works. Alexandria: ASCD.
Williamson, J., & Redish, T. (2009). ISTE's Technology Facilitation and Leadership Standards: What every K-12 technologist should know and be able to do. Washington: International Socity for Technology in Education.
I started this internship by sending an email to the faculty that I would be available to help anyone with any projects or technology needs. Though minor I did receive one or two responses from teachers that needed help with showing a video through the district server and helping a student with a PowerPoint presentation. I used the performance indicators and tasks (TF-I.A.1., A.2., and B.1.) and (TF-VI.A.1, B.1.) to assist teachers and students with using NetSmartz.org as a learning tool to teach Internet safety activities. In accordance with ISTE’s Essential Condition Implementation Planning I planned an interactive Internet safety week for the campus to be shared on a wiki throughout the district. “To accomplish their professional learning functions, facilitators may share materials developed by technology leaders, conduct training sessions, or help teachers in one-to-one setting.” (Williamson and Redish, 2009) I used technology facilitation standard (TF-III.A.1., and TF-VI.A.1.) as a guide in teaching students and teacher’s Internet safety strategies. According to Williamson and Redish (2009), “Encounters with cyberbullies, cyberstalkers, inappropriate material, and vulgar language represent other reasons for caution.” Students and teachers came to the computer lab in the mornings and researched websites like netSmartz.org and fbi.gov and answered questions related to safety tips. According to Pitler, Hubbell, Kuhn, and Malenoski (2007), “Schools can play a much-needed role in Internet safety by providing rules for online behavior and then by monitoring those activities.” Aligned with (TF-VI.B.1, VII, and VIII) students could create cyber safety bookmarks, videos, or raps based on their learning which meet the needs of diverse learners. “Access to these tools gives students an opportunity to experience learning in multiple ways, to develop a public voice, to make connections with others around the world, and to compare their own ideas with those of their peers.” (Levine, 2009) To review for the state exam we had a school on a Saturday with hand-on activities in math and science. I took pictures of all the activities throughout the day and with the help of my site-mentor uploaded them to the school server for everyone to enjoy. It was nice to them presented in a slide show with music. As a classroom teacher I have learned that I am not providing enough opportunities for technology interaction with my students. And the possibilities are endless of what I could be doing with teaching and learning.
Works Cited
Johnson, L., Levine, A., & Smith, R. (2009). The 2009 Horizon Report. Austin: The New Media Consortium.
Pitler, H., Hubell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that works. Alexandria: ASCD.
Williamson, J., & Redish, T. (2009). ISTE's Technology Facilitation and Leadership Standards: What every K-12 technologist should know and be able to do. Washington: International Socity for Technology in Education.